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Cerebral Imaging: The Power of the Synapses By Darryl Lynn Jones Southern New Hampshire University June, 2014

Seemingly unretrievable embedded thoughts caused by intense emotional trauma and/or bio-physiological deformation possess healing power. Too many cases, where unveilance could be the catalyst for resolution and growth, have been lost due to lack of diligence amid soci-economic and soci-political impingements. Empiricists motivate society to relinquish fears about the past in order to advantage the present, and prepare for the future. Cerebral imaging is one development that can produce synaptic reenactments through stimulation of specific portions of the brain.

One Current Experimental Venue

University of California-Berkeley (2012) posits data and additional hypotheses toward extensions of inquiries to pinpoint which parts of the central nervous system have particular responses for facilitating recurrence of exact synaptic patterns. In other words, brain scanning before, during, and after an event can help determine variances needed to re-create those patterns; thus piquing vivid memories (University of California-Berkeley, 2012).

Future Empirical Considerations

Societal reliance on technology and its longitudinal benefits proffer optimism about the direction of cerebral research. It can be a viable resource for making definitive determinations based on the probability of occurrence when comparing different groups of variates within specific environmental conditions (Southern New Hampshire University, 2014; University of California-Berkeley, 2012). Visual brain imaging, in favor of synaptic analysis, is already a growing technique for assessments of maladies; such as mental retardation, psychopathy, depression, hyperactivity, and a myriad of related concerns (Southern New Hampshire University, 2014; University of California-Berkeley, 2012). Primary problem identification, tiered panaceatic analysis, effective behavior modifying treatment, professional development of personnel in agencies responsible for hedging behavioral fallout, as well as closure for patients lucid enough to quell delusional proliferations upon being made aware of nuances; are priorities for millennial pragmatism (Southern New Hampshire University, 2014).

Conclusion

Clearly, timing of the brain scan relative to trauma is the key to valid data collection, analysis, and algorithmic creation of streamlined panaceas. In other words, once synaptic patterns are identified, tested amid different variate and environmental combinations, and matched with panaceatic algorithms in the direction of desired behavior modification; then a new technological frontier will have begun its unstoppable ascension. The primary question in re public iteration of the intent to integrate the aforementioned technological proposal into routine societal bailiwicks: To what extent will it be welcomed or shunned in legal and social venues?

University of California-Berkeley. (2012). Scientists construct first detailed map of how the brain organizes everything we see. ScienceDaily. December 19, 2012. Retrieved from http://www.sciencedaily.com/releases/2012/12/121219142257.htm

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Our VISION is to reduce illiteracy and social distress. The MISSION is to provide affordable remedial education assistance in reading and mathematics along with activities for K-12 and postsecondary school students; as well as extended families. Activities are designed and selected in conjunction with curriculum and routine behaviors in the home in order to help learners more easily understand, retain, and apply concepts taught in school. Along with that, adults who want to re-invent themselves, by reaching for completion of a general education diploma (GED) and/or college degree, are welcome to participate, learn, volunteer, and/or donate.

Step 1: GET A LIBRARY CARD FROM YOUR LOCAL LIBRARY! Access to the internet, computers, and an extensive collection of literature, as well as reference material, is at ones' fingertips at all branches of the public library.

Internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject, or to make an effort to attain a goal. Motivation results from the interaction of both conscious and unconscious factors such as the (1) intensity of desire or need, (2) incentive or rewardvalue of the goal, and (3) expectations of the individual and of his or her peers. These factors are the reasons one has for behaving a certain way. An example is a student that spends extra time studying for a test because he or she wants a better grade in the class[sic] (BusinessDictionary.com, 2012).

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Assessment Models: A Synthesis

By Darryl Lynn “Deac” Jones, MAEd.

Program assessment models have been created and altered from the beginning of the first cognitive synapse toward real-life problem-solving. The most simplistic procedures and goals require justifications that support them and bridge the distance between identified needs and desired results. No methodology that involves a starting point, a collection of unsatisfied wants, resources through which to consider for use, and a vision of the ideal result requires assessment planning within the pragmatism approach toward accomplishment. Albeit assessment methods range in scope, concentricity among them remains the result in order for an improvement in the current environment to facilitate a more coterminous life experience with fewer instances of interactive incongruence.

Two Assessment Models: Strengths and Weaknesses

All valuation approaches, including Altschuld and Eastmond’s as well as Gardiner, Corbitt, and Adams’, are designed to enhance the definition of needs, their identification, resource inventory, viable realistic alternatives, Gap analysis, and implementation of optimal solutions (Altschuld & Eastmond, 2010) (Gardiner, Corbitt, & Adams, 2010). Clearly, the relevance of procedural strength, as is known across process improvement bailiwicks, edifies the fact that knowledge of served populations pursuant to specific familial backgrounds increases the probability of targeted constituent success.

For example, Assurance of Learning standards (Gardiner, Corbitt, & Adams, 2010) emphasizes that while most assessment models traditionally seek similar ends through the use of mirrored processes, optimal results will occur if the targeted group as well as the people relegated to conduct the measurement, collect data, do analyses, and make recommendations are cognizant of influential nuances that differentiate the target group from others; hence illuminating needs of narrow scope and allowing consideration for resolute amelioration. Unfortunately, its weakness is that over-concern for secondary needs without considerations about the extent to which it can affect institutional longevity may be overshadowed by the motives of the party assigned to conduct the assessment or to make the final decision toward its direction.

Conversely (Altschuld & Eastmond, 2010), the former is more institution-oriented than target group-oriented. Exemplarily,

“This process will lead you to three main choices:

1.Determining that this need should not be looked at anymore and explaining why;

2.Digging much more deeply into the need and describing what might be done with our resources; and

3.Proceeding rapidly and directly into Phase III—postassessment (action planning)—as Phase I has revealed that this is an important area for the organization to consider” (Altschuld & Eastmond, 2010, p. 77, Para. 5).

Suffice it to say that the postsecondary school’s interest, notwithstanding its importance toward institutional longevity and legal establishment sustenance, appears to be of highest priority within this methodology; despite underlying stakeholder needs that may remain unveiled. As a result, weakness of the approach stands accentuated.

Best Practices

Upon review of the approaches, situations where the strengths of each model can be implemented are within settings that possess modern classrooms and physical plants irrespective of collegial size. In other words, the use of higher technological techniques to disseminate information about the assessment, as well as the implementation of its solutions to inadequacies, edifies support for email blasts, website postings, text-messaging of registered students and faculty, along with the distribution of traditional hardcopy surveys in venues highly frequented by target groups. Best practices are intended to upgrade instructional strategies and curriculum alignment, along with administrative policies and procedures, to enrich collegiality toward long-term life fulfillment. Expect, as diversity continues its evolution on postsecondary school campuses, that the need for innovative ways to address issues which hail from untraditional familial dysfunction and coping systems among students, faculty, and staff will require a more humanistic approach.

Unfortunately, privatization within higher education has already begun to foster jaded capitalistic ideals among the oligarchies for institutions of higher learning. Exemplary action like requiring students who receive financial aid to pay for multiple classes upon approval of their state and federal allocations in an attempt to offset legal fees arising from alleged previous inappropriateness is painstakingly becoming the norm (Altschuld & Eastmond, 2010).

Colleges and universities around the world are faced with solvency issues that make for tenuous stakeholder relationships. Goal-setting by myriads of satisfaction seekers contributes to the unwavering commitment to exploit the free enterprise system to the chagrin of those lacking the wherewithal to express economic and social needs to the Sovereign. Suffice it to say, trends relative to the rising costs of tuition bring prosperity to some; albeit despair and disappointment is brought to millions of people ill-prepared to weather collegiate compulsories. Nuance escalation, that contributed to the 1989-1993 as well as the 2001-2005 drop in college enrollment, was due in part to military enlistments and mobilizations, relative to Desert Shield, Desert Storm, and the Iraq War, of eligible men and women aged 18-35 years; which further exacerbated the need for colleges and universities to circumvent revenue losses by increasing usage costs along with classroom accessibility (Felix & Pope, 2010).

Unfortunately, as service-people began to complete tours of combat duty and return to the United States, many were met with unemployment and exorbitant tuition. As a result, the Armed Forces of the United States deemed it prudent to allow an increase in the maximum enlistment age limit from 35 years to 42 years old; effective in 2006 (Burgess, 2006).The decision improved enlistment demographics relative to experienced military personnel which optimistically affected the efficacy of preparing new recruits; along with the enrollment revenue, on the campuses of postsecondary schools, supplied by discharged service-people and their families who optioned to continue their education in order to hedge the employment deficit. No doubt, the correlation between increased military enlistments and mobilizations, reduced college campus enrollments, and increased tuition costs was irrefutable based on the researched sources (Burgess, 2006; Felix & Pope, 2010, p. 75; Heller, 2006, p. 3).

Another trend resulting from the rising cost of a degree is the ethnic demographic evolution on college campuses, in small businesses, and in the military. Albeit enrollment is higher for minorities than in the past, postsecondary school graduation for them is at an all-time low (Thomas & Wingert, 2010). As a result, alternative activities, like starting a small business while pursuing a degree to supplement and complement financial aid, as well as enlisting in the armed forces in order to garner veterans’ educational benefits that include paying the full cost of college tuition, are sought and executed by those in need of financial help.Therefore, the impact of the military industrial complex on domestic tranquility and socio-economic stability will continue to lead the masses toward the pursuit of happiness through the hallowed halls of higher educational institutions well beyond the twenty-first century.

Nothing challenges the human spirit more than the opportunity to change tradition. Truth dictates change is inevitable. The prevailing trial is to find individuals willing to put forth effort toward accomplishments which foster the end of biased circumstances. Creation of new gateways to prosperity and tranquility for the masses is the desired end. Along with that, legal concerns stemming from violence, institutional autonomy, and academic freedom on postsecondary school campuses are three salient issues that will continue to haunt educational administrators well into the twenty-first century.

Violence

Peace and harmony can only be achieved and maintained if college officials make its sustenance a priority at all hierarchical levels. The first responsibility of every school’s administration is the protection of its learners, faculty, and support staff. Allocations during the past decade detail strategic plans and operational budgets which propose reductions in the department of public safety at schools which are experiencing an exodus from paltry paying jobs into classrooms of higher education. Included in the migration are people who hail from familial dysfunctionality which may not have prepared them to successfully cope with a diverse college setting (Hodgson, 2008). The result, more often than not, is miscommunication, misinterpretations, misdirection of actions, and displacement of accusations about inappropriateness. Many times, violence is the end to which ill-prepared learners rely, as well as inadvertently glean, when primacy principled socialization techniques facilitate closed-mindedness rather the converse. American higher education survived hundreds of years because of tolerance and information sharing which dispels ethnocentrism and embraces cultural, as well as individual, differences toward improving the world for future generations of beings; not just humans.

Institutional Autonomy

Institutional autonomy has been argued to be a matter of local concern. Community leaders cite imminent domain as precedence that edifies the belief that policing one’s own issues is the responsibility, as well as the right, of educational institutions’ administration; not the government. The First Amendment to the U. S. Constitution details that the establishment of a postsecondary school provides it with the authority to make decisions in its best interest while ensuring compliance with local, state, and federal statutes by its constituents (Povolish-Boudet, 2008).

Academic Freedom

Academic freedom has long since been a dual issue co-dependent with religious choice. Suffice it to say that faculty’s ability, responsibility, and constitutional right to teach whatever and however one deems appropriate in order to achieve institutional objectives will be debated for an eternity. U.S. Constitutional First Amendment rights toward freedom of expression are incessantly challenged by students, instructors, administrators, community leaders, community groups, parents, and legal advocates (Olson, 2009). Expect that there will always be someone or something that will host conflicting viewpoints; hence the trial will persist.

Conclusion

The future of American higher education depends on the evolution of American jurisprudence. Privatization and worldwide acceleration of the free enterprise system will contribute to its transformation toward more benefits for learners and more penalties for the less proficient. The technology revolution will lead the way of attrition for many administrators and their successors who will have come well-prepared to address technical issues better than past top managers. Concerns will include ones legal complexion as well as socio-politics, socio-economics, socio-ethnicities, socio-cultures, and neo-ethnocentrics (Hoover, 2007).

Student services professionals will be compelled to have a plethora of skills which include the ability to communicate across enclaves, cultures, and socio-economic statuses, as well as political and religious beliefs, along with keeping the best interest of the institution in the highest priority position.

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Mission, Vision, and Budget

By Darryl Lynn “Deac” Jones, MAEd.

“Florida Memorial College is a historically black college with a rich tradition of excellence, yet a small student population, that is given maximum advantage due to individualized instruction and a faith-based environment. Suffice it to say, it attracts students who envision themselves possessing the characteristics of graduates described in the mission statement” and makes decisions to cultivate long-term production of these types of graduates (Jones, 2010). The general university mission statement extols the unwavering commitment to policy and operations that facilitate values described below.

“The University was established by, and remains closely affiliated with, the Baptist Church. However, our motto, “Leadership, Character, and Service,” emphasizes Christian values. Strong moral character, mutual respect, freedom of worship, and a commitment to serve are the hallmarks of what it means to be a Florida Memorial Lion” (Florida Memorial University, 2010).

More specifically, the mission statement for its College of Education is, “The professional education program at Florida Memorial University is designed to uphold and carry out the mission of the University, which is to provide effective academic programs that lead to life-long learning and leadership through service” (Florida Memorial University, 2010).

Its private not-for-profit status provides more strategic planning flexibility; in that it is able to seek funding from a myriad of sources without restrictions which constrain activities of schools that depend on local, state, and federal government revenue. For example, the university cultivates a stronger network of alumni from the Bahamas to include international revenue-sharing with institutions in the islands that are willing to collaborate. Active steps toward making budgetary adjustments, as described in the university’s Winter 2010 newsletter, include the President of FMU traveling to the Bahamas to improve student as well as faculty recruitment, curriculum exchange, and collaborative revenue-seeking (Florida Memorial University, 2010) .

The strategic planning and budget process begins and ends at the Desk of the President after the President’s Cabinet and Board of Trustees approve. Usually the Faculty Senate, which represents the interests of the instructors as it applies to curriculum and instructional strategies during the process of all policy revisions, interfaces with the university’s administrative oligarchy to ensure front-line interests are amply represented. As referenced below, in the event of unexpected institutional need, the President’s Cabinet has the power to approve policy revisions without Board of Trustees’ approval. For example,

“Acceptable Use Policy (PN0014)(Approved in Cabinet June 12, 2001) Developments in information technology in recent years have lead to fundamental changes in the way that people communicate, learn and share information. Florida Memorial University is committed to using these innovations to provide new educational benefits to its students, faculty, and staff and to introduce them to this expanding global community”( Florida Memorial University, 2010).

Finally, three long-term budget priorities, inferred from gathered data, are labs and classrooms, campus technology, and distance learning. Growth in all three areas is supported by the activities of the administration as well as the processes through which decisions are made to ensure that pre-determined goals of the strategic plan and budget process are accomplished.

Collegiality and fiscal solvency are critical elements needed to maintain capacity, diversity, and growth of postsecondary institutions, notwithstanding whether one is public, private, for-profit, or not-for-profit. Reflections of those values and commitments are extolled within the mission statements created to increase the probability that administration, staff, and students remain focused about goals and long-term objectives; as well as ensure congruence with the local community.For example, “The mission of The University of Texas System is to provide high-quality educational opportunities for the enhancement of the human resources of Texas, the nation, and the world through intellectual and personal growth” (University of Texas, 2010). Along with that, the manner in which that end, in order for the university’s executors to remain in compliance with it is to, “Encourage public and private-sector support of higher education through interaction and involvement with alumni, elected officials, civic, business, community and educational leaders, and the general public”( University of Texas, 2010). Achievement derives from maximizing available resources to the long-term advantage of the school. The investment strategy relative to that desired result is the obvious exploitation of the state’s most available resource; land and oil.

Comparably, “Harvard University, [sic]comprising the undergraduate college, the graduate schools, other academic bodies, research centers and affiliated institutions, does not have a formal mission statement” (Harvard University, 2010). Harvard College, the undergraduate program, released the following mission statement: “Harvard College adheres to the purposes for which the Charter of 1650 was granted: "The advancement of all good literature, arts, and sciences; the advancement and education of youth in all manner of good literature, arts, and sciences; and all other necessary provisions that may conduce to the education of the ... youth of this country...." In brief: Harvard strives to create knowledge, to open the minds of students to that knowledge, and to enable students to take best advantage of their educational opportunities” (Harvard University, 2010). “[sic]Harvard Management Company’s history of solid endowment returns has opened Harvard’s doors to students who otherwise would not have been able to attend and has helped finance significant discoveries in scientific research. [sic]The investment strategy combines long-term goals with dynamic management. [sic]Today, HMC is using innovative new strategies to expand the boundaries of the portfolio for the future”(Harvard University, 2010). The strategy includes exploitation of its most available resource; intellectual property in the form of expertise and university-owned research patents. The school invests in domestic stocks with about 25% of its endowment dollars while the brunt of those coffers goes into the commodities market, across issues, with recursive returns in excess of $27 billion (Harvard University, 2010).

Obvious differences in the investment strategies of the two academic behemoths are that the former focuses on two specific commodities while the latter has a portfolio that appears to be more diverse. While Texas has vast land resources hence the University of Texas’s land lease as well as oil and gas investments; Massachusetts does not compare in geographical size hence the need to perpetuate Harvard University’s use of abundant intellectually applied investment skill and savvy. Both are positioned to serve their direct stakeholders, as well as the world’s indirect ones, well into the 21st century.

Management of Funds

By Darryl Lynn “Deac” Jones, MAEd.

The twenty-first century has brought forecasted socio-economic realities that will blaze an unfettered trail well into the next millennium. The catalyst for evolutionary acclimation among the world’s masses will continue to come from the halls of higher education. As our population becomes better educated, while caste membership is swiftly changing, the need to sort through the larger than ever surplus of able students and graduates looms as an odyssey that will be nothing less than a challenge for postsecondary school administrators; as well as other directly impacted stakeholders. No doubt the need to develop skill in the areas of postsecondary management will serve our world economy well if acceptance of a few truths become commonplace.

Among them being the fact that the world has more nations than ever before openly touting the free enterprise system as its primary means of sustenance. Across world markets into the most primitive areas on the planet, the desire to drive toward the most revenue for the least cost is as welcome now as a cold drink of water during a lengthy drought; few who wish to survive will refuse it when offered. Suffice it to say, revenue production has been catapulted to the forefront of postsecondary school agendas; while retaining the least revenue producing curricula has transformed concerns among administrators to unfailing discussions about where the recruitment focus will be in order to keep the school’s bottom-line from suffering.

Nowadays the subject is entertained within the oligarchies of public, private, for-profit, and not-for profit postsecondary institutions worldwide. As a result, liberal arts graduates that lack technical competency in technological subjects, notwithstanding their ability to carry the burden of societal lore and traditions, are chagrined by the fact that, as in any for-profit corporation, the revenue producers reap the accoutrements while the rest receive news that ones who use the most money had better create ways to circumvent being near the top of the revenue non-producers list.

Unfortunately, the most chagrined group has become African-American and Latin-American males seeking to carve their names into the history books only to recognize, within their first year of postsecondary school that, despite civil rights gains over the decades, their quest to achieve socio-economic respect is derailed by the administrative shift among postsecondary school administrators (Hayford, 2009). Shifts that discourage completion of the coveted degree programs to take dead-end average paying available positions within the first year of their college experience. Moreover, financial tightening of funds to obtain a supplemental cash flow edge has prompted redistribution of dollars to college students whose families are among the wealthiest in the country (Carey, 2007).

For example, public colleges are being forced to corporatize efforts due to funding constraints and have circumvented the issue. At the expense of faculty, intellectual property rights to all patents acquired through federally financed research, under the Bayh-Dole Act of 1980, are contractually constrained (Donaghue, 2010). The bandwagon gets additional participation from private colleges that allow and encourage students from affluent families to seek financial aid so that their donation coffers can be replete with personal money from the parents of those students, as well as from the pockets of graduates, given the fiscal advantage over pupils hailing from less opulent means (Carey, 2007). As a result, low-income students are channeled toward schools that have more fiscal concerns and less diverse curricula (Wellman, 2008). The same applies among for-profit institutions of higher learning that pay full professors who teach business related subjects almost twice the salary of those who instruct subjects less focused on an organization’s fiscal concerns (Donaghue, 2010).

There is no surprise amid oligarchic entities when postsecondary schools seek private sector investments to maximize capitalization at the expense of the lower income student; along with curricula that minimally reinforces revenue production as the highest priority rather than producing a well-rounded graduate (Dowd & Grant, 2007). The ethical concerns are not challenged as often as one might expect; since the world economic climate has shifted to capitalism at all levels of existence more-so than at any point in history. Along with that, the legal ramifications are such that challenges to the postsecondary school investment portfolios are lauded as attempts to maintain an atmosphere more conducive to high-end learning than that of schools which have little or no private investment assortment incorporated within their strategic plan (Hayford, 2009).